Instructional Assistance in Reading and Math

There are three tiers in invention:

• Tier I -- The starting point of RTI

  • Typically, a new request for intervention begins at this level.

  • Occurs with the content teacher in the online classroom. A schedule will be established for weekly sessions.

  • Does not necessarily require the use of an online intervention program, although a program might be used if it contains components that will be beneficial to the student on this tier.

  • Observations made during this period determine whether a higher tier is required.

• Tier II -- A more intense level of intervention

  • An Interventionist is assigned to work with the student.

  • An online intervention program is typically assigned three days per week for a minimum number of minutes per session (e.g., 30 minutes/session)

• Tier III -- More intense than Tier II

  • An Interventionist is assigned to work with the student.

  • An online intervention program is typically assigned five days per week for a minimum number of minutes per session (e.g., 30 minutes/session)

Four scenarios can result in a child being recommended for reading and/or math intervention:

1. A returning UVA student that ended the previous school year in an intervention program will begin the new school year on the recommended tier.

2. A new student that was in intervention in a previous school will be entered into UVA's intervention program with proof of the intervention subject(s) and tier(s) (i.e., I, II, or III). (If you are a designated Learning Coach (i.e., not the parent or guardian), please ask the child's parent or guardian if the child was engaged in intervention at the previous school. If so, they should obtain the required information from the previous school if the documentation is not readily available. Please submit this information to the student's Advisory teacher as quickly as possible so that it can be provided to the Intervention Team. The sooner intervention resumes, the better.)

3. A student on a 504 plan that is identified with Dyslexia, Dyscalculia, Dysgraphia, Irlen Syndrome, or other learning disability in reading and/or math is eligible for immediate intervention in the relevant subject(s).

4. A teacher and/or the Learning Coach may request to speak with a representative from the Intervention Team to discuss observations that suggest a student might benefit from intervention. Observations might include:

   1. • Significant difficulty when reading or when attempting to perform math computations

      • Poor performance in the math or ELA course

      • Avoidance of the subject, which could be masking the need for support

Initiating a discussion about observations such as the ones listed above will provide the Intervention Team with valuable information. The Intervention Team will explain how the required period of Tier I observation can be launched.

Any one of the following conditions can result in a student being phased out of (or exited from) intervention:

1. Data from the online intervention program shows that the student is performing at grade level in the previously identified "weak" subject. (Corresponding improvements in the associated course tend to be noted at this point as well.)

2. The Learning Coach submits a request to remove the student from intervention before grade-level performance has been achieved in the intervention program.

3. The student is not engaged in the assigned intervention strategy for a sustained period (typically three consecutive weeks).

TIP: Communicate with the Interventionist regularly (e.g., weekly) so that there are no surprises. Ask your Learning Coach Partner for tips to inspire your child's engagement in intervention activities if required.

A formal process exists to phase a student out of intervention. Your child's Interventionist will discuss the process with you if/when one of the previous conditions is met.

There are several responsibilities of Learning Coaches whose children are in reading and/or math intervention. Fulfilling these responsibilities will help your child close gaps in math and/or reading more effectively and more quickly:

• Ensure your child is working with the Interventionist as scheduled.

• Monitor your child's daily and weekly activity to ensure the required number of weekly minutes are being spent in the online intervention program for the assigned tier.

• If there are intervention activities on the weekly Calendar, follow the recommended schedule. Try not to cluster all minutes onto the same day. 90+ minutes of activity on the same day will not allow enough time for the brain to process the information provided by the intervention program.

• If your child does not have specific activities on the Calendar for intervention, add them yourself to assist your child in remembering to use the intervention program and to work with the Interventionist at the appointed time.

• Log in to the intervention program yourself on the assigned days of the week to verify that work has been completed and that the expected minutes are being earned. Ask the Interventionist for login instructions and methods of verifying work.

• If your child received a personalized Fluency Packet, follow the instructions and use the materials faithfully to ensure your child benefits from the intervention.

• If your child is dyslexic, be prepared to work with your child's assigned Interventionist who will train you on how to support your child at home.

• Watch instructional videos provided by the Intervention Team that will help you understand math strategies, how to create graphic organizers for creative writing, how to work with your child on fluency, as well as comprehension strategies.

• If your child is in elementary school, he or she might require assistance from you to log in and to follow instructions when using the online intervention program (just as they need assistance for the standard curriculum).

In addition to spending the recommended time in the intervention program each week and working with the Interventionist, another very important success factor for students in reading and math intervention is related to the integrity of the work. For a student to close identified learning gaps and to grow, he or she must do the work independently. Otherwise, gaps will not close and the opportunity to perform on grade level is delayed.

-----

Work closely with your child's Interventionist if your child experiences challenges, if you have concerns about your child's engagement with the assigned intervention program, or if you need further instructions about how to support your child during intervention exercises.